Artificial Intelligence in Health Professions Education

Every industry, including healthcare, is looking to better understand the capabilities of artificial intelligence (AI) technologies and how to apply them to optimize outcomes. AI utilizes computer systems and machines (i.e medical devices or robots) to model human problemsolving and decision-making behavior, incorporating mathematical algorithms that acquire knowledge through exposure [1,2]. Within the context of healthcare delivery, AI technologies have been applied to research and drug discovery, to enhance diagnostic capabilities, to personalize treatment plans, to better understand disease progression, and to provide patients with advice and support [1,2]. AI technologies can also be used to support teaching and learning in health professions education.

The use of AI in health professions education is not new. Examples of applications of AI in health professions education are outlined below [1,2]:

• Personalized learning and tutoring – Platforms are available and in development that can analyze a student’s knowledge level and learning style(s) to provide individualized learning pathways and enable adaptive learning and customized tutoring.

• Simulation - The most common way that AI is currently being used in education is through simulation technology, allowing for the practice of various procedures and treatments or the review of more realistic patient cases and patient responses in a safe and controlled environment. Simulation can help students develop skills and gain confidence before working with actual patients.

• “Flipped-Classroom” learning – Moving away from traditional lectures and memorization to a “flipped classroom” approach to health professions education provides more flexible learning options and delivery of content. Students view lectures and gather information using resources and AI tools available to them prior to coming to class. They then come together in the classroom to participate in complex simulations or games developed by AI. This educational model allows for interaction with professors, peers, and students in other health professions to evaluate data, think critically, employ problem solving skills, and develop care plans without placing patients at risk.

• Assessment and feedback – AI platforms can provide competencybased assessment and immediate feedback for students.

• Curriculum review – AI’s ability to predict future trends can be used to identify areas for improvement in curricula, ensuring that health professions education is up to date with advances in technology and best practices.

• Enhancement of interprofessional practice and education – AI requires collaboration between health professionals, data scientists, computer engineers, informatics specialists, and others. The previously mentioned simulation platforms can be leveraged to engage students and educators from various disciplines for a team-focused patient-centered care approach.

• Administrative workload – Administrative burdens and repetitive tasks (i.e., grading, documentation) associated with delivery of educational programs could be automated by AI, allowing educators to focus more directly on their students.

While AI has opened new doors for innovation in health professions education, it is not without risks. In their article on AI in medical education, Cooper and Rodman refer to AI as “A 21st-Century Pandora’s Box”, pointing out that modern technology has both disrupted and enhanced medical education and practice in the past [3]. Concerns associated with AI in both medical education and practice include “hallucinations” (a term the authors use for the ability of AI to make up missing information that is then presented as fact), ethical concerns around student and patient privacy, risk of biases based on incomplete data or the sources used, and a lack of transparency in identifying data sources in the algorithm used to arrive at a particular conclusion. AI includes “chatbots” (i.e., Chat-GPT) that incorporate language models and algorithms to produce text mimicking human thought. Concerns have been raised about maintaining academic standards if students use AI to complete assignments [1,2,3]. While some may consider using these tools as “cheating,” it’s important for students to engage with and understand the capabilities and limitations of this technology.

Health professions programs are facing the challenge of incorporating both the use of and training for the use of AI into their curricula [3]. Students need to know how to utilize and evaluate AI in their academics and practices. However, at the same time, educators need to be trained to appropriately prepare students for the use of AI. As a result, some institutions are offering courses or certificate programs that explore AI and machine learning (ML) and provide fundamental understanding to evaluate and utilize AI tools.

AI should be used to supplement and not to replace the work of health professionals and educators. An understanding of applications, opportunities, and the potential of AI to transform education is critical to providing health professionals with a wellrounded education. It is important to note that, similar to the internet, the general public has access to AI platforms such as ChatGPT. As a result, health professionals need to understand the capabilities and limitations associated with AI tools so they may play an active role in interpreting and managing the consequences of easily accessible, and potentially biased or inaccurate, medical information.

Anna K. Morin, PharmD, RPh; Associate Provost-Worcester Manchester Professor of Pharmacy Practice; Massachusetts College of Pharmacy and Health Sciences

References

1. Lomis K, Jeffries P, Palatta A, et al. Artificial intelligence for health professions educations. NAM Perspectives. Discussion Paper, National Academy of Medicine, Washington, DC. https://doi.10.31478/202109a

2. Shankar PR. Artificial intelligence in health professions education. Arch Med Health Sci 2022;10:256-61.

3. Cooper A, Rodman A. AI and medical education – a 21st-century Pandora’s Box. N Engl J Med; 2023:389 (5):385-387.